Dual Enrollment Programs

The Dual Enrollment Programs initiative administered by the New York State Education Department is a statewide educational program designed to expand access to college-level coursework for high school students. The program operates under Education Law section 319 and establishes a structured partnership between secondary education institutions such as school districts, charter schools, or Boards of Cooperative Educational Services and accredited institutions of higher education. Its primary purpose is to allow students to simultaneously earn high school credit and transferable college credit, thereby improving college readiness, reducing future educational costs, and increasing postsecondary success outcomes. The program is not a traditional grant opportunity but rather a regulatory and programmatic framework that governs how dual enrollment partnerships must be structured and administered across New York State. Participating entities are required to enter into formal partnership agreements that outline the responsibilities of both the secondary and higher education institutions. These agreements must be submitted to the New York State Education Department using an official form by a specified deadline. The program ensures that all dual enrollment courses meet the same academic standards, rigor, and assessment criteria as equivalent courses offered directly by the partnering higher education institution. Funding details are not explicitly provided within the program description, as the initiative focuses on compliance, data reporting, and program structure rather than direct financial awards. However, it enables indirect financial benefits by reducing the cost burden on students who can earn college credits prior to matriculation. Institutions may incur costs related to program administration, instruction, or partnership coordination, but the documentation does not specify allowable expenses or reimbursement mechanisms. As such, the program is primarily regulatory rather than a funding vehicle. Eligibility to participate in dual enrollment programs includes school districts, charter schools, and BOCES as P-12 partners, as well as a range of accredited higher education institutions. These may include in-state institutions such as SUNY, CUNY, independent colleges, and proprietary institutions, as well as certain out-of-state institutions authorized to operate or provide distance education within New York State. The program outlines clear requirements for course offerings, including that courses must be listed in the college catalog and taught either by approved high school instructors or college faculty. The application and participation process centers on compliance with submission and reporting requirements rather than a competitive funding application. Participating institutions must submit a partnership agreement by September 1, 2026, and beginning with the 2026 to 2027 academic year, they must also submit annual data regarding program participation and outcomes. This data will be publicly reported by the New York State Education Department, reinforcing transparency and accountability. Evaluation within this program context is tied to adherence to statutory requirements and the quality of program implementation rather than a scoring rubric typical of grant competitions. Data reporting serves as the primary mechanism for monitoring program effectiveness, including metrics related to student participation, academic outcomes, and program completion. Institutions are expected to maintain rigorous academic standards and ensure alignment with higher education expectations. For questions or additional guidance, stakeholders may contact the Office of Postsecondary Access, Support, and Success via the provided program email. The initiative operates on an ongoing basis with recurring annual reporting requirements and compliance deadlines, making it a continuous program rather than a time-limited funding opportunity. The recurring nature of submissions and reporting underscores its role as a sustained educational strategy within the state’s broader postsecondary access framework.